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Hansen KG, Barene S. Exploring the Associations Between School Climate and Mental Wellbeing: Insights from the MOVE12 Pilot Study in Norwegian Secondary Schools. Eur J Investig Health Psychol Educ 2025; 15:46. [PMID: 40277863 PMCID: PMC12026025 DOI: 10.3390/ejihpe15040046] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/04/2025] [Revised: 03/17/2025] [Accepted: 03/23/2025] [Indexed: 04/26/2025] Open
Abstract
This study examined the association between school climate, defined by social and academic environments, and mental wellbeing among 446 first-year upper-secondary students in eastern Norway (ISRCTN10405415). As part of the MOVE12 pilot study conducted in February 2023, a cross-sectional online questionnaire targeted approximately 600 students from five schools offering diverse academic and vocational tracks. Mental wellbeing was assessed using the Warwick-Edinburgh Mental Wellbeing Scale (SWEMWBS, scale 7-35), and the data were analyzed with stepwise multiple linear regression. The mean mental wellbeing score was 24.5 ± 4.3, with significant gender differences (p < 0.05) but no variations between academic and vocational tracks. Self-efficacy was the strongest predictor of mental wellbeing (b = 0.236, p < 0.001), followed by health satisfaction (b = 0.179, p < 0.001), time spent with friends (b = 0.163, p < 0.001), social isolation (b = -0.162, p = 0.001), wellbeing in physical education (b = 0.129, p = 0.002), and classroom climate (b = 0.128, p = 0.007). These findings emphasize the critical role of self-efficacy, peer connections, and supportive classroom climates in promoting mental wellbeing. Addressing these elements of school climate can significantly enhance the mental health and overall outcomes of upper-secondary students.
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Affiliation(s)
| | - Svein Barene
- Department of Public Health and Sport Sciences, University of Inland Norway, 2406 Elverum, Norway
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Qi C, Guo X, Liu C, Li Y, Zhao B, Bi T, Luo L. Intelligence Mindsets Trajectory Profiles among Chinese Elementary School Students: Associations with Changes in Academic Achievement from Grades 4 to 6. J Youth Adolesc 2025; 54:238-254. [PMID: 39080106 DOI: 10.1007/s10964-024-02061-z] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/30/2024] [Accepted: 07/19/2024] [Indexed: 01/19/2025]
Abstract
Early adolescence is a critical period for the development of children's intelligence mindsets, which play a significant role in academic achievement. However, existing research predominantly employs variable-centered approaches, which fail to capture individual differences in mindset-achievement relations. This research addresses this gap by adopting a longitudinal person-centered approach to explore the joint developmental trajectories of growth and fixed mindsets among early adolescents. It further explores how these trajectories relate to changes in academic achievement (i.e., the mean of standardized mathematics and Chinese achievement test scores) over 2 years, accounting for intelligence and sociodemographic factors such as age, sex, and family SES. In two five-wave longitudinal studies with 748 (Mage = 10.23 years, SD = 0.30; 49% girls at T1) and 3258 (Mage = 10.34 years, SD = 0.37; 49% girls at T1) Chinese elementary school students from grades 4 to 6, four distinct mindset trajectory profiles were identified: Growth (initially high growth but low fixed mindsets), Fixed (initially high fixed but low growth mindsets), Moderate (initially moderate levels in both mindsets), and Both-High (initially high levels in both mindsets). Analysis across both studies revealed that students in the Growth trajectory profile exhibited the most significant improvements in academic achievement 2 years later. Conversely, students in the Both-High trajectory profile experienced the least favorable academic outcomes. These findings highlight the importance of recognizing individual differences in mindset trajectories and their potential impact on academic outcomes. The current research underscores the need for educational interventions that are tailored to different mindset profiles to optimize student development and achievement.
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Affiliation(s)
- Cai Qi
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Xiaolin Guo
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Chunhui Liu
- Collaborative Innovation Center of Assessment toward Basic Education Quality, Beijing Normal University, Beijing, China
| | - Yue Li
- School of Social Sciences, University of Westminster, London, UK
| | - Baoxu Zhao
- School of Psychology, Shaanxi Normal University, Xi'an, China
| | - Tiantian Bi
- College of Home Economics (Department of Preschool Education), Hebei Normal University, Shijiazhuang, China
| | - Liang Luo
- Institute of Developmental Psychology, Faculty of Psychology, Beijing Normal University, Beijing, China.
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Horanicova S, Husarova D, Madarasova Geckova A, Lackova Rebicova M, Sokolova L, deWinter AF, Reijneveld S. Adolescents' Wellbeing at School: What Helps and What Hinders From Feeling Safe and Satisfied? Int J Public Health 2024; 69:1607244. [PMID: 39691546 PMCID: PMC11649424 DOI: 10.3389/ijph.2024.1607244] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/05/2024] [Accepted: 11/22/2024] [Indexed: 12/19/2024] Open
Abstract
Objectives The aim of this qualitative study was to identify the main factors that help and hinder adolescents' wellbeing at school using their perspectives and experiences. Methods We used data from 45 adolescents in the first year of high school in Slovakia (mean age = 14.98; 22.2% boys). We obtained the data using 11 semi-structured group interviews conducted in 2020/2021. Participants were selected from three types of high school with regard to graduation system. Data was analysed using consensual qualitative research and thematic analysis. Results We identified three main themes of factors contributing to their wellbeing at school: 1. School (atmosphere and organisation of life at school, physical environment, threats and the ability of school to deal with issues); 2. Relationships (with peers and teachers, and teachers' behaviour towards them); 3. Myself (own perceived obstacles and resilience resources). Conclusion The organisation of life at school, surroundings, threats and dealing with issues importantly affect adolescents' wellbeing. Therefore, adjustment of physical environment and interpersonal competences of teachers, supporting of resilience resources of adolescents should be targets for interventions and prevention programmes at schools.
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Affiliation(s)
- Simona Horanicova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, University of Pavol Jozef Šafárik, Kosice, Slovakia
| | - Daniela Husarova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, University of Pavol Jozef Šafárik, Kosice, Slovakia
- Olomouc University Society and Health Institute (OUSHI), Palacky University, Olomouc, Czechia
| | - Andrea Madarasova Geckova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, University of Pavol Jozef Šafárik, Kosice, Slovakia
- Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University, Bratislava, Slovakia
| | - Miriama Lackova Rebicova
- Department of Health Psychology and Research Methodology, Faculty of Medicine, University of Pavol Jozef Šafárik, Kosice, Slovakia
| | - Lenka Sokolova
- Institute of Applied Psychology, Faculty of Social and Economic Sciences, Comenius University, Bratislava, Slovakia
| | - Andrea F. deWinter
- Department of Community and Occupational Health, University Medical Center Groningen, Groningen, Netherlands
| | - Sijmen Reijneveld
- Department of Community and Occupational Health, University Medical Center Groningen, Groningen, Netherlands
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Guillemot F, Lacroix F, Nocus I. Subjective well-being and social inclusion at school for students with a disability, according to their parents, in France. RESEARCH IN DEVELOPMENTAL DISABILITIES 2024; 153:104814. [PMID: 39142087 DOI: 10.1016/j.ridd.2024.104814] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/11/2024] [Revised: 07/15/2024] [Accepted: 07/29/2024] [Indexed: 08/16/2024]
Abstract
BACKGROUND Providing inclusive, quality education for all children is one of the United Nations' sustainable development goals for 2030. AIMS The aim of this study, carried out in France among 491 parents of children with a disability aged 3 to 18 and enrolled in ordinary schools, is to measure the well-being and social inclusion of children and to identify the factors that promote well-being and social inclusion at school. METHODS AND PROCEDURES The parents fill in various questionnaires relating to the well-being and social inclusion of their child, the quality of their relationship with the teacher and their satisfaction with the accommodations offered at school. They also provide information about their child and their socio-economic situation. OUTCOMES AND RESULTS Regression analyses show that well-being and social inclusion depend on the nature of the child's disability and decrease with age but do not significantly depend on child's gender and academic level or social background. Furthermore, well-being and social inclusion can be significantly improved when the quality of the parent-teacher relationship and school accommodations are satisfying. CONCLUSIONS AND IMPLICATIONS The results of this study encourage the development of quality parent-teacher relationships to promote well-being at school.
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Affiliation(s)
- Françoise Guillemot
- Nantes Université, Centre de recherche en éducation de Nantes, CREN, UR 2661, Nantes F-44000, France.
| | - Florence Lacroix
- Nantes Université, Centre de recherche en éducation de Nantes, CREN, UR 2661, Nantes F-44000, France
| | - Isabelle Nocus
- Nantes Université, Centre de recherche en éducation de Nantes, CREN, UR 2661, Nantes F-44000, France
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Kesanto-Jokipolvi H, Seppänen P, Koivuhovi S, Siipola M, Autio R, Rimpelä A. Selective Classes and Early Health Inequalities in Comprehensive Schools in Finland. THE JOURNAL OF SCHOOL HEALTH 2024; 94:820-829. [PMID: 38961003 DOI: 10.1111/josh.13488] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 06/29/2023] [Revised: 05/13/2024] [Accepted: 05/24/2024] [Indexed: 07/05/2024]
Abstract
BACKGROUND The origin of inequalities in health outcomes has been explained by health selection and social causation models. Health selection processes operate particularly at school age. We study, if student allocation to teaching groups with aptitude tests (selective vs general class) differentiates adolescents by health behaviors and mental health. METHODS Finnish schoolchildren 12-13 years from 12 selective classes, n = 248; 41 general classes, n = 703 answered a questionnaire on addictive products (tobacco, snus, alcohol, and energy drinks), digital media use, and mental health (health complaints, anxiety, and depression). Structural equation modeling was conducted to identify structures between outcomes, SEP (socioeconomic position), class type, and academic performance. RESULTS Students in the selective classes reported less addictive digital media and addictive products use than students in the general classes. Differences in academic performance or SEP between the class types did not solely explain these differences. Mental health was not related to the class type. SEP was indirectly associated with health behaviors via the class type and academic performance. CONCLUSIONS Selecting students to permanent teaching groups with aptitude tests differentiates students according to risky health behaviors. The impact of education policies using student grouping should also be evaluated in terms of students' health.
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Affiliation(s)
| | - Piia Seppänen
- Centre for Research on Lifelong Learning and Education CELE, University of Turku, Turku, Finland
| | - Satu Koivuhovi
- Inequalities, Interventions, and a New Welfare State INVEST, University of Turku, Turku, Finland
| | - Mari Siipola
- Centre for Research on Lifelong Learning and Education CELE, University of Turku, Turku, Finland
| | - Reija Autio
- Faculty of Social Sciences, Unit of Health Sciences, Tampere University, Tampere, Finland
| | - Arja Rimpelä
- Faculty of Social Sciences, Unit of Health Sciences, Tampere University; Department of Adolescent Psychiatry, Tampere University Hospital, Tampere, Finland
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Pedersen MJ, Høst C, Hansen SN, Klotsche J, Minden K, Deleuran BW, Bech BH. School Well-Being and Academic Performance of Children With Juvenile Idiopathic Arthritis: A National Register-Based Study. J Rheumatol 2024; 51:804-810. [PMID: 38561185 DOI: 10.3899/jrheum.2023-1197] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 03/20/2024] [Indexed: 04/04/2024]
Abstract
OBJECTIVE We aimed to investigate how school well-being (SWB) and academic performance of children with juvenile idiopathic arthritis (JIA) compare to their peers on a national level using the Danish national registers. Further, we investigated the potential influence of socioeconomic status (SES). METHODS A population-wide, register-based, cross-sectional study was performed. We compared the results of children with and without JIA in the Danish National Well-Being Questionnaire (DNWQ), the National Danish School Testing (NDST), and their ninth grade (aged approximately 16 yrs) final school marks in Danish and mathematics. The results were analyzed using adjusted ordinal logistic regression (SWB) and linear regression (tests and marks). RESULTS In separate cohorts, we included a total of 505,340 children answering the DNWQ, 812,461 children with NDST results, and the ninth-grade final marks of 581,804 children. Of these children, 1042, 1541, and 1410, respectively, fulfilled the criteria of JIA. Children with JIA reported SWB comparable to their peers, except for the question "Do you perform well in school?" (odds ratio 0.89, 95% CI 0.81-0.99). In the NDST, the children with JIA in general did just as well as their peers. We found no differences in the ninth-grade final marks in either Danish or mathematics. Stratifying the analyses on SES showed no significant differences in the associations. CONCLUSION Overall, children with JIA report SWB comparable to that of children without JIA and perform equally well in school as children without JIA.
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Affiliation(s)
- Malthe J Pedersen
- M.J. Pedersen, MD, S.N. Hansen, PhD, Department of Public Health, Aarhus University, Aarhus, Denmark;
| | - Christian Høst
- C. Høst, MD, PhD, Department of Paediatric and Adolescent Medicine, Aarhus University Hospital, Aarhus, Denmark
| | - Stefan Nygaard Hansen
- M.J. Pedersen, MD, S.N. Hansen, PhD, Department of Public Health, Aarhus University, Aarhus, Denmark
| | - Jens Klotsche
- J. Klotsche, PhD, Epidemiology Unit, Deutsches Rheuma-Forschungszentrum, Berlin, Germany
| | - Kirsten Minden
- K. Minden, MD, Epidemiology Unit, Deutsches Rheuma-Forschungszentrum, and Department of Pediatric Respiratory Medicine, Immunology and Critical Care Medicine, Charité Universitätsmedizin Berlin, Berlin, Germany
| | - Bent W Deleuran
- B.W. Deleuran, MD, Department of Rheumatology, and Department of Biomedicine, Aarhus University, Aarhus, Denmark
| | - Bodil H Bech
- B.H. Bech, MD, PhD, Department of Public Health, Aarhus University, Aarhus, Denmark
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Scheel Rasmussen I, Strandberg-Larsen K, Overbeck G, Wilson P. A critical examination of Danish norms for the Strengths and Difficulties Questionnaire (SDQ). Nord J Psychiatry 2023; 77:818-823. [PMID: 37647258 DOI: 10.1080/08039488.2023.2250316] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 08/29/2022] [Revised: 07/11/2023] [Accepted: 08/17/2023] [Indexed: 09/01/2023]
Abstract
OBJECTIVE The objective was to describe observed differences between the official Danish Strengths and Difficulties Questionnaire (SDQ)-norms and data from a sample based on the Danish National Birth Cohort (DNBC) including children born between 1996 and 2003. We compared the risk classification, cut-off bandings and the group sizes between the Danish norms and the values found in our sample at ages 7, 11 and 18 years. RESULTS Two sets of norms are used in Denmark: Arnfred's norms, based on a sample from one single Danish municipality and Niclasen's norms, based on multiple Danish cohorts, including the DNBC. Inconsistencies were found between banding scores in the two existing norms and the banding scores identified in our sample from DNBC: discrepancies included banding scores for several of the problem scales for children and preadolescents. For adolescents, we found less apparent inconsistencies between Arnfred's sample and the DNBC. Results demonstrate that the existing SDQ norms do not apply well to a large-scale cohort sample in Denmark. The usefulness of the SDQ as a screening instrument for mental health problems depends on appropriate norms. We therefore urge that the current Danish SDQ norms are used with caution, and preferably they should be revised.
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Affiliation(s)
- Ida Scheel Rasmussen
- The Research Unit for General Practice and Section of General Practice, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Katrine Strandberg-Larsen
- The Research Unit for General Practice and Section of General Practice, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
- Department of Public Health, Section of Epidemiology, University of Copenhagen, Copenhagen, Denmark
| | - Gritt Overbeck
- The Research Unit for General Practice and Section of General Practice, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
| | - Philip Wilson
- The Research Unit for General Practice and Section of General Practice, Department of Public Health, University of Copenhagen, Copenhagen, Denmark
- Centre for Rural Health, Institute of Applied Health Sciences, University of Aberdeen, Aberdeen, Scotland
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8
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Walper S, Ulrich SM, Kindler H. [Family stressors on young children's emotional development]. Bundesgesundheitsblatt Gesundheitsforschung Gesundheitsschutz 2023; 66:717-726. [PMID: 37402949 PMCID: PMC10328905 DOI: 10.1007/s00103-023-03730-3] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/13/2023] [Accepted: 05/26/2023] [Indexed: 07/06/2023]
Abstract
BACKGROUND Adverse childhood experiences (ACE) have been pointed out as risk factors for physical and mental health, with consequences extending from childhood into adulthood. Based on research regarding the effects of selected ACE as well as the accumulation of ACE, this article investigates how different types of family stressors are linked to children's negative emotionality in infancy and early childhood. METHODS Data are from the KiD 0-3 study (N = 5583) and the follow-up of a subsample after 2 years (n = 681). Based on 14 stress factors, we distinguish families with no/little stressors, socioeconomic stressors, parenting stressors, and multiple stressors. RESULTS Children in multiply stressed families have the highest risk of high negative emotionality (compared to unstressed families: Odds Ratios [OR] ranging from 13.00 to 6.81), controlling for demographic characteristics, child-related stress factors (e.g., excessive crying), and caregiver childhood stress. Children in families primarily characterized by parenting stress also showed a significantly increased risk of high negative emotionality (OR ranging from 8.31 to 6.95), whereas this did not hold for children from socioeconomically stressed families (without parenting stress) compared to those from unstressed families. Longitudinal analyses of the follow-up subsample showed that changes in the number of stressors were also associated with parallel changes in children's negative emotionality. DISCUSSION These results confirm findings from international research on ACE in Germany and for early childhood. They underline the importance of a well-developed early intervention system.
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Affiliation(s)
- Sabine Walper
- Deutsches Jugendinstitut, Nockherstr. 2, 81541, München, Deutschland.
| | - Susanne M Ulrich
- Deutsches Jugendinstitut, Nockherstr. 2, 81541, München, Deutschland
| | - Heinz Kindler
- Deutsches Jugendinstitut, Nockherstr. 2, 81541, München, Deutschland
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Kennewell E, Curtis RG, Maher C, Luddy S, Virgara R. The relationships between school children's wellbeing, socio-economic disadvantage and after-school activities: a cross-sectional study. BMC Pediatr 2022; 22:297. [PMID: 35597918 PMCID: PMC9123778 DOI: 10.1186/s12887-022-03322-1] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 07/21/2021] [Accepted: 04/29/2022] [Indexed: 11/12/2022] Open
Abstract
Background Lower socioeconomic status is associated with poorer wellbeing among children. Identifying how children participate in after-school activities and how after-school activities are associated with wellbeing may inform interventions to improve wellbeing among children from low socioeconomic backgrounds. This study explored whether children’s after-school activities varied by socioeconomic status and examined the associations between after-school activities and wellbeing in low socioeconomic status children. Methods This study analysed cross-sectional data from 61,759 school students in years 4 to 9 who completed the 2018 South Australian Wellbeing and Engagement Collection. Students reported the number of days per week they participated in 12 activities (after-school care, homework, music lessons or practice, youth organisations, sports, television, videogames, social media, reading, chores, arts and crafts, and socialising with friends) during the after-school period (3-6 pm) and their wellbeing (happiness, sadness, worry, engagement, perseverance, optimism, emotion regulation, and life satisfaction). Socioeconomic status was measured by parents' highest education level obtained from school enrolment data. Linear multilevel models were used to examine whether frequency of after-school activities varied by socioeconomic status. Multilevel ordered logit models were used to analyse the association between after-school activities and wellbeing amongst participants in the low socioeconomic status category. Results After-school activities differed according to socioeconomic status; high socioeconomic status children did more frequent sport, homework, and reading and low socioeconomic status children did more frequent screen-based activities (TV, videogames and social media). Among children from low socioeconomic status backgrounds, higher wellbeing was associated most consistently with more frequent sports participation, homework, reading and spending time with friends and less frequent videogames, social media and after-school care. Conclusions Children's wellbeing is positively associated with socioeconomic status. Amongst children from disadvantaged backgrounds, participating in sport, spending time with friends and getting less screen time may be protective for wellbeing. The results suggest that programming targeted at increasing sports participation and reducing screen time amongst children from low socioeconomic status backgrounds may support their wellbeing. Supplementary Information The online version contains supplementary material available at 10.1186/s12887-022-03322-1.
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Affiliation(s)
- Eliza Kennewell
- Alliance for Research in Exercise, Nutrition and Activity, UniSA Allied Health and Human Performance, University of South Australia, GPO Box 2471, Adelaide, South Australia, 5001, Australia
| | - Rachel G Curtis
- Alliance for Research in Exercise, Nutrition and Activity, UniSA Allied Health and Human Performance, University of South Australia, GPO Box 2471, Adelaide, South Australia, 5001, Australia
| | - Carol Maher
- Alliance for Research in Exercise, Nutrition and Activity, UniSA Allied Health and Human Performance, University of South Australia, GPO Box 2471, Adelaide, South Australia, 5001, Australia.
| | - Samuel Luddy
- System Performance Division, Government of South Australia Department for Education, 31 Flinders St Adelaide, Adelaide, South Australia, 5001, Australia
| | - Rosa Virgara
- Alliance for Research in Exercise, Nutrition and Activity, UniSA Allied Health and Human Performance, University of South Australia, GPO Box 2471, Adelaide, South Australia, 5001, Australia
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Chzhen Y, Symonds J, Devine D, Mikolai J, Harkness S, Sloan S, Martinez Sainz G. Learning in a Pandemic: Primary School children's Emotional Engagement with Remote Schooling during the spring 2020 Covid-19 Lockdown in Ireland. CHILD INDICATORS RESEARCH 2022; 15:1517-1538. [PMID: 35194481 PMCID: PMC8853134 DOI: 10.1007/s12187-022-09922-8] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Accepted: 01/29/2022] [Indexed: 06/14/2023]
Abstract
The COVID-19 pandemic resulted in the greatest disruption to children's schooling in generations. This study analyses primary school children's emotional engagement with remote schooling during the Spring 2020 lockdown in the Republic of Ireland, which involved one of the longest school closures among rich countries at the time. It investigates whether children's engagement with their remote schooling varied by personal and family characteristics, using data from the Children's School Lives (CSL) surveys. CSL is a nationally representative study of primary schools in Ireland, which collected information from children aged 8-9 years in May - August 2019 and in May - July 2020. Linear regression estimates with school fixed effects are based on the analytic sample of nearly 400 children (from across 71 schools) who took part in both waves and have complete data on all the key variables. Emotional engagement with schooling is measured using child-reported items on satisfaction with schooling. Everything else being equal, children who reported higher engagement with schooling before the pandemic were more engaged with remote schooling during the lockdown. Although there were no significant differences by family affluence, children with greater resources for home schooling reported higher levels of engagement. This includes having a computer or a laptop for schoolwork, having someone to help with schoolwork if the child is worried about falling behind, and having schoolwork checked by a teacher. This points to the paramount importance of adequate digital technologies in the home as well as the availability of help during periods of remote schooling.
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Affiliation(s)
| | | | - Dympna Devine
- University College Dublin, School of Education, Dublin, Ireland
| | - Júlia Mikolai
- University of St Andrews, School of Geography and Sustainable Development, St Andrews, UK
| | - Susan Harkness
- University of Bristol, School of Policy Studies, Bristol, UK
| | - Seaneen Sloan
- University College Dublin, School of Education, Dublin, Ireland
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Jensen SS, Reimer D. The effect of COVID-19-related school closures on students' well-being: Evidence from Danish nationwide panel data. SSM Popul Health 2021; 16:100945. [PMID: 34692975 PMCID: PMC8523592 DOI: 10.1016/j.ssmph.2021.100945] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/16/2021] [Revised: 10/15/2021] [Accepted: 10/15/2021] [Indexed: 10/26/2022] Open
Abstract
We study the effect of the temporary closure of Danish schools as a result of the COVID-19 pandemic in spring 2020 on students' reported levels of well-being and test whether the effect varies among students of different socioeconomic status. To this end, we draw on panel data from the mandatory annual nationwide Danish Student Well-being Survey (DSWS) and exploit random variation in whether students answered the 2020 survey before or during the spring lockdown period. This enables us to compare reported levels of student well-being for selected measures - whether students "like school" and whether they "feel lonely" - among students in grades 6-9 to their responses from previous years. We use an event-study design with individual as well as year, month, and grade fixed effects. Our results indicate, firstly, that students' well-being with respect to liking school improved during the lockdown, even if students who answered during vs. before the lockdown were not on parallel trends in terms of previous levels of reported well-being. Secondly, school closures seemed to not affect students' reported levels of loneliness. Thirdly, the spring lockdown might have had a more positive impact among students of lower socioeconomic status.
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Affiliation(s)
- Simon Skovgaard Jensen
- Department of Educational Sociology, Danish School of Education, Aarhus University, Denmark
| | - David Reimer
- Department of Educational Sociology, Danish School of Education, Aarhus University, Denmark
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Gregory T, Sincovich A, Brushe M, Finlay-Jones A, Collier LR, Grace B, Sechague Monroy N, Brinkman SA. Basic epidemiology of wellbeing among children and adolescents: A cross-sectional population level study. SSM Popul Health 2021; 15:100907. [PMID: 34504941 PMCID: PMC8411221 DOI: 10.1016/j.ssmph.2021.100907] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/20/2021] [Revised: 08/25/2021] [Accepted: 08/25/2021] [Indexed: 11/13/2022] Open
Abstract
Wellbeing and mental health are fundamental rights of children and adolescents essential for sustainable development. Understanding the epidemiology of child and adolescent wellbeing is essential to informing population health approaches to improving wellbeing and preventing mental illness. The present study estimated the prevalence of wellbeing and how wellbeing indicators were distributed across social and economic groups. This study used data from the 2019 Wellbeing and Engagement Collection; an annual census conducted in South Australian schools that measures self-reported wellbeing in students aged 8–18 years (n = 75,966). We estimated the prevalence (n, %) of low, medium and high wellbeing across five outcomes: life satisfaction, optimism, sadness, worries and happiness, overall and stratified by gender, age, language background, socio-economic position and geographical remoteness. The prevalence of low wellbeing on each indicator was: happiness 13%, optimism 16%, life satisfaction 22%, sadness 16% and worries 25%. The prevalence of low wellbeing increased with age, particularly for females. For example, 22.5% of females aged 8–10 years had high levels of worries compared to 43.6% of 15 to 18-year old females. Socioeconomic inequality in wellbeing was evident on all indicators, with 19.5% of children in the most disadvantaged communities having high levels of sadness compared to 12.5% of children in the most advantaged communities. Many children and adolescents experience low wellbeing on one or more indicators (40.7%). The scale of this problem warrants a population-level preventative health response, in addition to a clinical, individual-level responses to acute mental health needs. Universal school-based programs that support social and emotional wellbeing have a role to play in this response but need to be supported by universal and targeted responses from outside of the education system. Many children and adolescents experience low wellbeing during their schooling years. Wellbeing declines with age and adolescent females are at a particularly high risk of low wellbeing. Children living in more disadvantaged communities have poorer wellbeing than their peers living in more affluent communities.
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Affiliation(s)
- Tess Gregory
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia.,School of Public Health, The University of Adelaide, Level 9, Adelaide Health and Medical Science Building, 57 North Terrace, Adelaide, South Australia, 5005, Australia
| | - Alanna Sincovich
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia.,School of Public Health, The University of Adelaide, Level 9, Adelaide Health and Medical Science Building, 57 North Terrace, Adelaide, South Australia, 5005, Australia
| | - Mary Brushe
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia.,School of Public Health, The University of Adelaide, Level 9, Adelaide Health and Medical Science Building, 57 North Terrace, Adelaide, South Australia, 5005, Australia
| | - Amy Finlay-Jones
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia
| | - Luke R Collier
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia
| | - Blair Grace
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia
| | - Neida Sechague Monroy
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia
| | - Sally A Brinkman
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St, Adelaide, South Australia, 5000, Australia.,School of Public Health, The University of Adelaide, Level 9, Adelaide Health and Medical Science Building, 57 North Terrace, Adelaide, South Australia, 5005, Australia
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